Teaching ASL to a Child with 13q Chromosome Deletion Rebecca Copell Justin Daigle

Teaching ASL to a Child with 13q Chromosome

Deletion

Rebecca Copell Justin Daigle

Background

Age: 2Gender: Male

Diagnosis: 13q12.2-34 Mosaic DeletionSignificant Features: Deafness, Muscle and

Cognitive UnderdevelopmentPrevalence: Only known case

Main Question

Can behavior analytic techniques (Errorless Learning, Discrete Trial Training, Verbal Behavior) be used to teach American Sign Language (ASL) to a person who is deaf (even with the limitation of

the chromosomal deletions)?

13q Deletion

140 cases of 13q deletions has been recorded.Very limited medical information.

No recorded risk of organ anomalies.Recorded cases of fluid in brain and cranial

abnormalities.Delayed communication and social skills.

Unique Support and Information. (2006). 13q deletions: various [brochure]. Caterham, Surrey, UK: Unique Publications.

13q Deletion

Difficulty breathingUnderdeveloped vision

Delayed in mobilityUsually not hearing impaired

Unique Support and Information. (2006). 13q deletions: various [brochure]. Caterham, Surrey, UK: Unique Publications.

American Sign Language

Not the only style of Sign used in USAMost frequently taught currently in schoolMost frequently used in deaf community

Expressive Sign is best taught when imitation skills have occurred

Mitchell, R.E., Young, T.A., Bachleda, B., and Karchmer, M.A. (2006). How many people use asl in the united states?. Sign Language Studies, 6(3).

Tincani, M. (2004). Comparing the picture exchange communication system and sign language treating for children with autism. Focus on Autism and other Developmental Disabilities. 19(3). 152-163.

American Sign Language

Very efficient form of verbal behaviorEasily portable

Considered it’s own languageEasily prompted in training

Can utilize resource in existence for the deaf community (independent of BA)

Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116.

American Sign Language

Signed response form closely resembles the controlling stimuli in the environment

(example: ball)If speaking while signing, can help develop “lip

reading” skills

Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116.

American Sign Language

A deaf child’s (raised by deaf parents) verbal behavior parallels a hearing child’s (raised by

hearing parents).

Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116.

ASL Response Forms

Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116.

Speech ASL Facilitated Communication

Pointing Systems

Mand Strong Strong Weak Weak-Medium

Tact Strong Strong Weak-Medium Medium

Intraverbal Strong Strong Medium Weak

Codic Strong Weak-Medium Strong Weak

Autoclitic Strong Strong Weak-Medium Weak-Medium

Receptive Strong Strong None (Speech) None (Speech)

Comparing the response forms by the potential strength of the verbal operants.

ASL Final Thoughts

A lot of research in the ABA world about teaching ASL to individuals with ASD, MR.

A lot of research in Psychology about teaching ASL to neurotypical children.

Both field lacks research in teaching (and benefits of teaching) ASL to a deaf person.

Method

Prior to study, client had one functional sign: milkParents had attempted to teach additional signs

with little success.No signs that were ‘taught’ by parents were used.

Method

3 Expressive Language Targets (based on parental interview and free operant preference

assessment):1) Toy (ASL Modified “Play” to “T” handshape)

2) Break (ASL “Stop”)3) Game

Method

3 Receptive Language Targets (based on parental interview and preverbal skills):

1) Look at me (ASL: Look)2) Sit Down (ASL: Sit)

3) Stand Up (ASL: Stand)

Method

30 sessions15-minute in durationMultiple Probe Design

Response Measure

A prompted response – a related response to a SD that requires a prompt at any level to achieve

A non-prompted response – a related response to a SD that occurs spontaneously and without a

prompt

Receptive Conditions

Baseline Receptive – Instruction signed, no prompts, no consequences

Treatment Receptive – Instruction signed, prompt given if needed, transfer trial conducted if prompt

was needed. Prompting fading (most to least). Errorless learning.

Expressive Conditions

Baseline Expressive – Motivation was created (required an overt behavior). Specific

reinforcement was delivered for a sign.

Treatment Expressive – Motivation was created. Prompts used. Transfer Trials. Prompt fading (most

to least). Errorless learning.

Results

Preliminary support that deafness or a 13q deletion does NOT prevents Discrete Trial Training from being effective at teaching Verbal Behavior in

the form of American Sign Language.

Discussion

Why expressive language responded more slowly?How will different prompt fading procedures affect

the effectiveness of treatment?To what capacity could an individual with multiple disabilities have their verbal behavior repertoire

increased through ASL?

Contact

Justin Daigle, MA, BCBA, LBAJustin@TCAcadiana.com

www.justindaigle.weebly.com